This study investigated the connection between students' performance and activity for an introductory mathematics course organised using a student-centred teaching method. A relationship between performance and activity was found: the highest performing students reported that they attended drop-in sessions, worked with their peers, discussed with instructors, and attended lectures more than the weakest performing students. Moreover, students' motivations and learning strategies were related to their behaviour. The results suggest that it is important to provide the students with an accessible learning environment without time constraints, and offer them opportunities to collaborate with peers.